Preliminary-Blueprint-Eng

and IOM students by investing additional physical and teaching
resources to allow for an expansion of places and greater tailoring of
support to the contexts of these specific student groups.
▪ Strengthened core divisions, PPD and JPN roles, and
restructured Ministry to improve Ministry delivery:
Building upon Wave 1 and the redefined PPD and JPN roles, core
divisions of the Ministry, namely BPPDP, BPK, BPG, JNJK and
LP will be strengthened. The overall organisation will also be
restructured to eliminate silos and shift more personnel to the JPN
and PPD offices which provide frontline support to schools.
Wave 3 (2021 to 2025): move towards
excellence with increased operational
flexibility
The focus of the third wave is on accelerating the performance
improvement trajectory of Malaysia’s education system, moving it
into the top third world-wide, and starting to embark on the journey
to excellence. To this end, this phase will focus on increasing schoolbased
management and cultivating a peer-led culture of professional
excellence, capable of innovating and taking achievements to greater
heights by ensuring the following:
▪ Greater school-based management and autonomy on issues related
to curriculum implementation and budget allocation for any school
that meets a minimum performance criteria. Teachers and all school
leaders should fully utilise the flexibility accorded to them. For
Malaysia Education Blueprint 2013 - 2025
Chapter 8 Delivering the Roadmap
teachers, this includes flexibility over professional issues related
to curriculum timetabling and lesson organisation, pedagogical
approaches and school-based assessment. For school leaders,
this includes flexibility on instructional leadership matters such
as school improvement, curriculum and co-curriculum planning,
and administrative leadership matters such as allocation of school
funds;
▪ The creation of a peer-led culture of professional excellence wherein
teachers mentor and inspire one another, share best practices and
hold their peers accountable for meeting professional standards.
The Ministry may also consider setting up a certification scheme
that is linked to the mastery of teacher competencies set out in
Wave 1;
▪ Innovations that successfully raise Bahasa Malaysia and English
language proficiency are scaled up and provision of additional
languages expanded;
▪ Nationally roll out ICT innovations and programmes for groups with
specific needs to continuously raise learning standards;
▪ New career pathways and progression based on competencies and
performance rolled out for all Ministry officials to strengthen and
institutionalise Ministry transformation; and
▪ School structure reviewed to determine if further optimisation of
pathways and schooling options are necessary.
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